The Carnival of Homeschooling is up at HomeGrown Mommy.
Low-income and working-class achievers will get advice on applying to selective colleges as part of a campaign led by Bloombert Philanthropies, reports David Leonhardt in the New York Times. The goal is to persuade more top-performing students from families with below-average incomes to apply to colleges with high graduation rates.
Many strong students from lower-income families don’t apply to selective colleges, according to research on “undermatching.” They choose nearby colleges that may offer less financial aid and a greater risk of going into debt without completing a degree.
Dozens of school districts, across 15 states, now help every high school junior take the SAT. Delaware’s governor has started a program to advise every college-qualified student from a modest background on the application process. The president of the College Board, which administers the SAT and has a decidedly mixed record on making college more accessible, says his top priority is college access.
. . . “If we really believe that America is the world’s greatest meritocracy — and I do — then we can’t sit back and tolerate a situation where so many talented young people who have the grades to get into top colleges are not going to them,” Mr. Bloomberg told me, by email, on Monday. “We’ve got to change that.”
The coalition will hire college counselors — a mix of professionals and college students — to help students choose colleges and apply for fee waivers and financial aid. It plans to reach out to as many as 70,000 students a year, about 5 percent of all 12th graders from the bottom half of the income distribution.
The U.S. has become a “country of credentials” because of the U.S. Supreme Court’s 1971 “disparate impact” ruling, argues Bill McMorris in The American Spectator. Griggs v. Duke Power Company changed how companies hire, pay and promote workers, he writes.
Black workers complained they had to be high school graduates and pass two aptitude tests to be promoted at their North Carolina plant. Blacks were less likely to pass than whites and less likely to have finished high school.
The court agreed that was racist. “What is required by Congress is the removal of artificial, arbitrary, and unnecessary barriers to employment when the barriers operate invidiously to discriminate on the basis of racial or other impermissible classification,” Chief Justice Warren Burger wrote.
The military used aptitude testing heavily in World War II and businesses followed suit in the post-war era, writes McMorris. Blue-collar workers could rise through the ranks.
“Despite their imperfections, tests and criteria such as those at issue in Griggs (which are heavily…dependent on cognitive ability) remain the best predictors of performance for jobs at all levels of complexity,” University of Pennsylvania Professor Amy Wax has found.
. . . “Most legitimate job selection practices, including those that predict productivity better than alternatives, will routinely trigger liability under the current rule,” Wax wrote in a 2011 paper titled “Disparate Impact Realism.”
The solution for businesses post-Griggs was obvious: outsource screening to colleges, which are allowed to weed out poor candidates based on test scores. The bachelor’s degree, previously reserved for academics, doctors, and lawyers, became the de facto credential required for any white-collar job.
That’s pushed more people to go to college and into debt, McMorris writes. “One out of every four bartenders has a diploma, and though they listen to moping for a living, few majored in psychology.”
High school dropouts with college-ready skills lost access to federal student aid in 2012. Now there’s bipartisan support for restoring “ability to benefit” aid for people seeking job skills. Most employers have ceded job training to community and for-profit colleges. There are few non-college paths to a skilled or semi-skilled jobs.
In a Washington Post story on “disconnected” youth — not working or in school — a mentor advises an unemployed parolee who left high school at 14 to take a U.S. history class that could earn him college credits. Doesn’t this guy, who’s trying support a nine-year-old son, need job skills?
The cost of raising a middle-class American child to age 18 will exceed $245,000 for a baby born in 2013, according to the U.S. Department of Agriculture. That includes food, housing, childcare and education and other child-rearing expenses.
Then the college costs kick in.
The Onion itemizes some of the expenses:
$224.99: The same kind of shoes Dylan has
$75: Quick succession of turtles
$900: Better video games than ones at ex-husband’s house
$49: All-day park admission for less than two hours at zoo
And there’s more.
Many years ago, I told my daughter I was tracking my expenditures for her favorite baci di alassio cookies at the Italian bakery. If she ever wrote a tell-all, Mommy Dearest-style book about her horrible childhood and abusive mother, I’d present her with the bill with interest. Otherwise, I’d eat the costs. And some of the cookies. She’s now 33 and has not written a memoir. (How many women her age can say that?)
Minuteman’s biotechnology students, here seen dissecting dogfish, aspire to careers in biomedical engineering and forensic science. Most go to college. Photo: Emily Hanford
Massachusetts’ vocational high schools are preparing students for college, not just for the workforce, writes Emily Hanford on Marketplace.
At Minuteman Regional High School in Lexington, students can learn carpentry, plumbing and welding — and “high tech fields such as video game design, engineering, and biotechnology.”
Minuteman students spend half their time in vocational classes – often referred to as “career and technical classes – and half their time in academic courses. About 60 percent of the school’s graduates go on to college. That’s not the way things were when principal Ernest Houle learned welding at a vocational high school back in the 1980s.
“The highest-level math I ever had in high school was an Algebra 1,” says Houle. “And that only happened my sophomore year because it fit in the schedule.”
These days, “career tech” students can take a full range of college-prep courses.
In 2013, students at regional vocational high schools in Massachusetts did as well on the state English tests (92 percent proficient) as students at traditional high schools (93 percent proficient), notes Hanford. In math, 78 percent of vocational students were proficient compared to 82 percent at traditional high schools.
After years in private school, Sean and Brandon Datar chose Minuteman.
“Being an engineer myself, I like the fact that schools like this cater to making an actual living,” says their father, Nijan Datar. He wasn’t impressed by the top-rated public and private high schools in the Boston suburbs.
. . . the main goal seemed to be getting students into the best, and most expensive, colleges. But no one seemed to be talking about what kids were going to do with their college degrees once they got them.
His wife, Teresa Datar, says high school students need more direction.
“My feeling is that in many high schools, students don’t know why they’re in the classes that they’re in. They’re just kind of biding time,” she says. “And then they go off to college and they flounder.”
Brandon is now a freshman at the Colorado School of Mines, working on a bachelor’s degree in geological engineering. Sean is a sophomore at Minuteman, majoring in robotics.
Of 100 students from four different income groups who began a two-year or four-year college in 2002, who earned a degree by 2008? asks the Washington Post. (Click the link to check out the nice graphics.) Surprisingly few.
In six years, only 30 students completed a bachelor’s degree. That includes 12 students of 25 from the top quartile in family income ($92,000+) and four of 25 from the bottom quartile (less than $32,000). Another 14 students — two from the top quartile and five from the bottom quartile — earned an associate degree or certificate.
Three high-income students and seven low-income students are among the 21 dropouts. Thirty-five students from all income groups were still trying to complete a degree.
Only 56 percent of the highest-income students, 44 percent of the upper-middle group, 40 percent of lower-middle incomes and 36 percent of the lowest-income students had earned a credential of any kind in six years.
I’m not surprised that students from low-income (and usually poorly educated families) have trouble earning a degree. I’m shocked that middle- and upper-middle-class families get only half their kids through college in six years. Giving full-time students an extra two years to complete a bachelor’s degree raises completion rates by less than 5 percent, according to Complete College America’s Time is the Enemy.
The photo went to Francis Schmidt’s Google + contacts, including a dean at Bergen Community College in New Jersey. Not a fan of the hit TV series, she thought the quote on the shirt — “I will take what is mine with fire & blood” — was a threat to the campus rather than to the fictional continent of Westeros.
Should Schools Mandate Computer-Coding Classes? asks Fawn Johnson on National Journal.
Chicago Public Schools will offer introductory computer science at every high school by the end of next year. Soon, computer science will be a graduation requirement, Mayor Rahm Emanuel said at the Internet World of Things Forum.
Los Angeles also is expanding computer science classes in public high schools.
Both cities are following the lead of Code.org, a nonprofit bankrolled by tech giants such as Microsoft and Google, writes Johnson. In December, Code.org will launch a campaign to promote its “hour of code” tutorials.
She wonders if students will learn programming — or just keyboarding.
Second, what do the students think they are getting from these courses? Do they expect to go to Silicon Valley and find a job? Not everyone wants to grow up to be a computer programmer, which means that in Chicago, a sizable chunk of students who will be required to learn computer code may also need to understand why they should care. Do teachers have an answer?
Third, will students be able to get the full benefit of a computer-science course if they aren’t already up to speed on other core subjects like math and physics?
I’m very dubious about teaching coding to everyone, including the many students who’ve never mastered middle-school math.
At The Equity Project, a charter school for grades 5 through 8 in New York City, teachers start at $125,000 with a chance to earn a $25,000 bonus. They have none of the traditional job protections. The idea is to attract and develop exceptional teachers to work with disadvantaged students.
After four years at the school, eighth graders have learned significantly more — especially in math — than similar students in district schools, concludes a Mathematica study.
TEP students “had test score gains equal to an additional 1.6 years of school in math, an additional 0.4 years of school in English language arts, and an additional 0.6 years of school in science,” Mathematica reported. That closed 78 percent of the Hispanic-white achievement gap in math, 17 percent in English language arts, and 25 percent in science. (Nearly all of TEP’s students are Hispanic.)
The founder and principal, Zeke Vanderhoek, earns $94,000 a year, less than his teachers, notes the Wall Street Journal. The “charter has a lean administrative staff and slightly larger classes—31 students compared with an average of about 26 or 27 in district schools—so it can pour resources into teacher pay and training.”
Job applicants submit video of their teaching styles and evidence of their students’ growth. If invited for an interview, they have daylong auditions, leading classes under scrutiny of the staff.
Teachers are observed by colleagues and get feedback weekly, and they have four weeks of full-day professional development each year. Days are long, with teachers at work from 7:30 a.m. to 5 p.m. and students attending from 8 a.m. to 4 p.m.
Many teachers don’t last. Of 43 hired during the four years studied, 47% didn’t return for a second year, in most cases because they weren’t asked back. That is higher turnover than in district middle schools, where 27% don’t come back for a second year, the study said.
The charter’s students resemble students in district schools in their academic backgrounds and attrition rate, the study found. TEP did not expel any students. In 2012-13, about 21 percent of the charter’s students were English language learners and 21 percent had special needs, city data show.
“While the charter’s students showed more growth, many still struggled,” the Journal reports. Forty-three percent of TEP eighth graders passed state math exams in 2013, compared to 28 percent citywide.
Higher pay lets the school pick from a large pool of applicants. But is the key to success the intensive training and feedback? Or just the willingness to fire teachers who aren’t quite good enough?
Chalkbeat New York looks at teacher Kadeem Gill, who grew up in public housing projects in the city. He got a scholarship to boarding school, then went to Princeton. His brother, who had behavioral and emotional problems, dropped out at 16. His half-brother was shot to death.